School Psychologist (District)

REPORTS TO: Coordinator of Special Education Prek-4 JOB GOAL: To provide psychological evaluations to students suspected of having an educational disability(ies) that may make them eligible for an Individual Education Program (IEP) or a 504 Accommodation Plan. Provide consultation and training in a variety of educational areas such as behavioral interventions or Response to Interventions. PERFORMANCE RESPONSIBILITIES: 1.Conducts psychological evaluations: initial, three-year, extended and additional assessments as indicated within mandated timeframes 2.Coordinates behavioral support services throughout district or school including FBA's, develops or assists in the development of behavior support plans and provides support to staff to implement strategies and collect data 3.Participates in IEP process by providing evaluation results to Team Chair and providing reports in advance of meetings 4.Participates in IEP team process and meetings by presenting and interpreting psychological evaluation results, summarizes key results for IEP team, and makes recommendations 5.Assists the IEP team in understanding the impact of the disability on learning 6.Collaborates with IEP team members to ensure proper documentation is completed at each IEP meeting 7.Provides information regarding accommodations and/or modifications 8.Helps identify educationally relevant and required services 9.Adheres to entrance/exit criteria for programs and services 10.Communicates with Team Chairs and Principals regarding concerns or questions 11.Complies with the MA special education IEP process, including the development of the Individual Educational Programs (IEP)and related documents and the completion of all required paperwork and activities as mandated in State and Federal Special Education Regulations. 12.Attends and participates in District-wide professional development activities as directed by the Special Education Director or Assistant Superintendent 13.Schedules and participates in RTI District meetings 14.Participates in Special Education Department and Building meetings when requested 15.Consults to Principals, faculty and specialized programs within buildings 16.Provides crisis/acute short term counseling/intervention for students in special circumstances at the request of the Principal and/or Special Education Director 17.Consults to general and special educators, related service providers and parents regarding student support, management and other needs 18.Communicates with Special Education Department, Building Principals, parents and outside agencies with regard to assessments 19.Follows District, Department and Building initiatives, directives and procedures adheres to federal and state legislation, regulation, and policies including compliance with all aspect of the Massachusetts IEP process and local procedures 20.Participates in continuing education for professional development to ensure practice consistent with best practice and to meet Massachusetts Licensure requirements 21.Uses professional literature, evidence based research, and continuing education content to make practice decisions 22.Uses professional Code of Ethics and standards of practice to guide ethical decision making 23.Consistently uses practices that are likely to enable students to demonstrate respect for differences 24.Regularly reflects on his/her practice, individually and with colleagues 25.Consistently seeks outs and applies ideas for improving practice from supervisors, colleagues, and professional developmental activities to gain expertise 26.Performs other duties as assigned by the Director of Special Education or designee SALARY: Salary to be determined by the School Committee and the collective bargaining unit. EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Committee’s policy on evaluation of support services personnel. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the major responsibilities of this position. Reasonable accommodations may be made to enable qualified individual with disabilities to perform major functions. While performing the duties of this job, the employee is frequently required to sit, talk, and hear; use hands to finger, handle, or operate tools, objects, or controls; reach with hands and arms. The employee is occasionally required to walk, stoop, or kneel. The employee must occasionally lift and/or move up to 30 pounds without assistance and up to 50 pounds with assistance. Specific vision abilities required by this job include close vision, peripheral vision, and ability to adjust focus. The position requires the ability to operate a computer keyboard and standard office equipment at efficient speed. LANGUAGE SKILLS: Knowledge of the structure and content of the English language. Ability to read and interpret documents such as rules, policies, instructions, correspondence, and procedures. Ability to write routine reports and correspondence. Ability to speak effectively to employees, students, and the general public. MATHEMATICAL SKILLS: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the major functions of this position. The position requires an individual to work inside a classroom setting where noise level in the work environment is usually moderate. TERMS OF EMPLOYMENT: As per collective bargaining agreement between the Westport School Committee and AFSCME Council 93, Local 2667. EVALUATION: Evaluation will be in accordance with district policy and collective bargaining agreements.